University of Charleston, South Carolina
School of Education, Health, and Human Performance
Office of Professional Development in Education
Syllabus
Course Number and Title: “Making Innovative Classroom Models Work with Web 2.0 Tools”
Graduate Hours: 3 graduate credits
Location of Course: Online learning environment for the South Carolina Department of
Education Office of Virtual Education; currently, using the Moodle learning management system
located at http://scde.mrooms.org/ with username and password required for course access.
Facilitator:
Email:
Phone:
Grading: Pass/Fail **Per the C of C Graduate Catalogue a pass/fail course carries zero (0)
quality points and thus cannot be converted to a letter grade.
Semester:
Course Dates and Times:
**This is an online class using a password protected site at the SC SDE.
Expected Time Dedication: This course is expected to take students between 60 and 70 hours to
complete. Times listed below are average dedication times per week/topic:
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Orientation Session – 4 hours
6 Weekly Sessions – 42 hours
6 Weekly Discussion Forum and Responses – 18 hours
Blackboard Ultra Meetings – 3 hours, plus “keyword” quiz completion
Communication: This is an online course. There will be no face-to-face meetings; however, the
facilitator will communicate with her students in various ways such as e-mail, Blackboard Ultra,
Skype, and other audio and electronic communication. The facilitator will be available online
daily from 7pm to 9pm, in order to communicate with students via open office hours.
Facilitators will use the following communication guide to ensure all students have a positive
experience with the course. The communication below will serve as a bridge between the teacher
and participant.
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Contact each participant at the beginning of the course:
o Send out a welcome e-mail which, includes a welcome letter.
o All contact information for the facilitator will be listed in the e-mail and the letter.
Send out weekly email reminders about work progress and work due. The facilitator will
contact a participant if they miss one week’s worth of work and offer to assist with
catching up.
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Host three (3) Blackboard Ultra meetings during the course (one every other week).
Participants are expected to attend. In the event a participant cannot attend, the meetings
will be recorded with a "keyword" at the end of each presentation. All participants, in
attendance or listening to a recording, will enter the “keyword” into an electronic quiz for
credit.
Communication outside of the course (e-mail, phone) will be documented within a
spreadsheet for communication tracking purposes. This spreadsheet can be turned in with
the grade book at the end of the semester.
Text/Materials: All materials in this course are the property of the South Carolina Department
of Education Office of VirtualSC PD. All course materials found needed/required for the
workshop are available online.
Purpose of the Course and Expected Participation Outcomes: This course will enable
participants to deepen his or her understanding of innovative classroom models in use today,
including the Flipped Classroom, Blended/Hybrid/Web-Enhanced Courses, and Fully Online
Courses. Additionally, the course will allow participants to explore varying sets of Web 2.0
tools, which, with appropriate use, enable the transition from the traditional classroom to one (or
more) of the innovative classroom models covered in the course.
Course Description: The classroom of the 21st century is expected to be flexible, and fluid, in
order to meet the changing demands of today’s student populations. One of the best ways to
accomplish this is in allowing for the use of innovative classrooms models, such as the Flipped
Classroom, Hybrid/Blended Courses, and/or Fully Online Courses. In addition, Web 2.0 can be a
new and confusing term for educators. However, with the proliferation of technology at the
fingertips of students, educators can benefit from the knowledge and use of Web 2.0 tools,
especially in conjunction with the administration of an innovative classroom model. There are
now a multitude of technologies that allow users to find, organize, and share information as well
as work together to create new information that is not limited by classroom walls. These tools
can have a positive impact on education and engage our “technology native” students to think
critically and creatively. In this course, participants will address 21st century skills through the
introduction of innovative classroom models and the use of Web 2.0 tools. Participants will have
the opportunity to explore, and plan, for using these tools in an innovative classroom setting.
This course relates to the C of C conceptual framework and theme of making the teaching and
learning connection since the innovative classroom models discussed, and Web 2.0 are
characterized by collaborative technologies (or, the use of those technologies) that provide
compelling teaching and learning opportunities.
Prerequisites: This course is intended for educators who already possess a basic level of
technology proficiency and are comfortable with using new technologies (this is not a beginner’s
course). Participants need to have regular access to a computer that has Internet access, a word
processing program such as Word, and an e-mail account. In addition, participants should be
proficient with using email, browsing the Internet, and navigating to computer files. Please be
aware that some of the tools we will be exploring may be blocked by school district filters so
participants may need to access these resources from home, the public library, or other location
with Internet access.
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Goals/Standards/Objectives: All goals and objectives are correlated to the C of C Teaching and
Learning Standards and the National Educational Technology Standards and Performance
Indicators for Teachers.
http://ehhp.cofc.edu/assessment/tl_standards.php
http://www.iste.org/standards/iste-standards/standards-for-teachers
This course will enable participants to:
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Define Web 2.0, the Flipped Classroom, Blended/Hybrid/Web-Enhanced Courses, and
Fully Online Courses. (EHHP I, I) (ISTE 1, 5)
Identify and understand pedagogical perspectives on innovative classroom models.
(EHHP II, III, IV, VI) (ISTE 1, 5)
Understand the various uses of Web 2.0 tools, and how the uses can be applied in
innovative classroom models. (EHHP II, IV, V, VI ) (ISTE 1, 2, 3, 4, 5)
Discover one or more innovative classroom models, which, would be of instructional
benefit to both teachers and students. (EHHP III, IV, VI ) (ISTE 2, 3, 4)
Plan for the use of Web 2.0 tools in their own classroom. (EHHP II, III, IV, V, VI) (ISTE
1, 2, 3, 4, 5)
Apply knowledge of Web 2.0 tools in order to foster collaboration and creativity. (EHHP
III, IV, V, VII) (ISTE 1, 2, 3, 4, 5)
Explore strategies for keeping students safe online. (EHHP III) (ISTE 2, 3, 4)
Identify and apply basic copyright rules in the online environment. (EHHP II, VII) (ISTE
2, 3, 4)
Student Learning Outcomes:
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Upon completion of this course, students will be able to:
Discover the benefits and drawbacks, from a student and teacher perspective, in
utilization of innovative classroom models and the Web 2.0 tools to support it.
Identify and create their own Personal Learning Network, as well as understand the role
of learning communities in their professional development life, and how that translates to
their effectiveness as a teacher.
Write a Communication Plan for use in one (or more) innovative classroom models, and
practice an online student conference.
Use web-based collaboration tools in order to create meaningful assessment and
conversation in an innovative classroom model.
Plan for organization of an eventual innovative classroom.
Guide students in safe ways of use of Web 2.0 tools.
Conduct a field test of a new technology, innovation, or methodology.
In-Class Course Activities: This course is divided into seven, one-week sessions (one
Orientation Session and six Content Sessions, with the last session including course wrap-up
activities), each of which include readings, activities, and an online discussion among course
participants. The outline for the course is as follows:
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Orientation Session
Session One: Introduction to Innovative Classroom Models and Web 2.0
Session Two: The Role of Learning Communities and PLNs
Session Three: Communication in the Innovative Classroom
Session Four: Using Web-Based Collaboration Tools
Session Five: Organizing the Innovative Classroom
Session Six: Internet Safety and Digital Citizenship
Out of Class: Course participants are expected to complete weekly assignments, including active
participation in the online discussion board. In addition, participants will develop and share their
ideas to incorporate tools and strategies presented in the course into their own curricula.
Assessment and Grading: The discussion forum and grade book features, accessed by the user
within the course, will serve as the participant’s portfolio and provide assessment feedback.
Participants will be assessed throughout this course in various ways, including assignments,
initial discussion posts and replies, quizzes, and projects. The grade book will be used to provide
participants with weekly grades of assignments and discussion.
Participants are required to complete readings, activities, discussions, and an
assignment/assessment/project for each session. Below are the criteria to be used for evaluating
successful participation in and completion of this course for 3 hours of graduate credit:
Session
Orientation
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Course
Participation
Graded Item
Discussion Forum
Orientation Quiz
Participant Contract
Discussion Forum
Application Blog Post
Summative Assessment (Quiz)
Discussion Forum
Blackboard Ultra Attendance + Keyword Quiz
PLN Infographic and Reflection
Discussion Forum
Mock Student Communication Partner/Group Activity
Communication Plan
Discussion Forum
Blackboard Ultra Attendance + Keyword Quiz
Technology/Innovation Field Test Part 1
Discussion Forum
Technology/Innovation Wiki
Technology/Innovation Field Test Part 2
Discussion Forum
Blackboard Ultra Attendance + Keyword Quiz
Technology/Innovation Field Test Part 3
Overall Course Participation
Points
Possible
20
17
10
22
20
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3
25
22
20
25
22
3
20
22
25
40
22
3
40
72
4
Total
495
Pass: 396 points or higher
Fail: 395 points or lower
Ongoing Support: Online support is provided in the form of a guided discussion forum used to
discuss and share strategies, challenges, and resources.
Discussion Forum Participation: Participants will be evaluated on the frequency and quality of
their discussion board participation. Participants are required to post a minimum of three
substantial postings each session, including one that begins a new thread and two that respond to
an existing thread. Postings that begin new threads will be reviewed based on their relevance,
demonstrated understanding of course concepts, examples cited, and overall quality. Postings
that respond to other participants will be evaluated on relevance, degree to which they extend the
discussion, and tone.
Attendance: Attendance will be determined by completion of weekly online assignments,
discussions, and participation in the three (3) synchronous sessions.
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Due dates are posted for each initial discussion post, replies,
assignments/assessments/projects in the online Learning Management System.
The Office of VirtualSC PD’s Learning Management System time stamp, given within
the assignments, assessments, and discussions will determine if submissions were
completed on time.
Late assignments will not be accepted without prior arrangement with facilitator.
An assignment calendar, and rubrics for participant, use can be viewed online or
downloaded via the Syllabus link, after the course facilitator has given registered
participants login information for the online course.
Professionalism and Ethics: As a member of the professional development community,
participants are expected to evidence a high standard of personal conduct, respect, and honorable
professional characteristics in the presentation of their course assignments and interaction with
class peers.
Disability Statement: If there are participants in this class who have a documented disability
that allows him/her to receive accommodations, they are asked to please speak privately with the
course instructor.
Auditing Statement: Some students may have elected to audit this course. If you have selected
to audit, no official record will appear that you have audited the course at the College of
Charleston. Additionally, you may not be added to the class roll after the class has been in
session for more than two (2) weeks.
Coursework: The readings and activities/assessments for each session week are listed below:
Orientation Session
In this session, participants will become acquainted with the Learning Management System,
Moodle, and the VirtualSC PD rules and regulations.
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Resources
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Getting Started (VirtualSC PD originally authored content)
Interacting in Your Course (VirtualSC PD originally authored content)
Obtaining Renewal Credits (VirtualSC PD originally authored content)
VirtualSC PD Policy and Procedures (VirtualSC PD originally authored content)
VirtualSC PD Acceptable Use Policy (VirtualSC PD originally authored content)
VirtualSC PD Academic Integrity (VirtualSC PD originally authored content)
Activities/Assessments
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Post an initial reply, and at least two responses to two other participant’s threads in the
discussion forum.
Complete the VirtualSC PD Participant Contract.
Complete the Orientation quiz.
Session One: Introduction to Innovative Classroom Models and Web 2.0
The classroom of the 21st century is expected to be flexible, and fluid, in order to meet the
changing demands of today’s student populations. One of the best ways to accomplish this is in
allowing for the use of innovative classrooms models, such as the Flipped Classroom,
Hybrid/Blended Courses, and/or Fully Online Courses. In addition, Web 2.0 can be a new and
confusing term for educators. However, with the proliferation of technology at the fingertips of
students, educators can benefit from the knowledge and use of Web 2.0 tools, especially in
conjunction with the administration of an innovative classroom model. In this introductory
session, participants will learn about multiple innovative classroom models, as well as the basics
of Web 2.0 Tools and Technology.
Resources
https://www.panopto.com/blog/blended-learning-hybrid-learning-flipped-classroom-whatsdifference/
https://www.teachermagazine.com.au/articles/blended-learning-how-does-it-work
https://www.gettingsmart.com/2011/09/infographic-the-flipped-classroom/
http://www.kidsdiscover.com/teacherresources/web-2-0-tools-classroom/
http://www.eschoolnews.com/2015/07/13/classroom-models-378/
Activities/Assessments
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Post an initial reply and at least two responses to two other participant’s threads in the
discussion forum.
Complete the Application Blog Post.
Complete the Session 1 Quiz.
Session Two: The Role of Learning Communities and PLNs
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Learning Communities, while not a new concept or creation, are still very relevant for educators
and other groups of professionals. Through the use of Learning Communities, professionals can
identify and create their own Personal Learning Networks. In this session, participants will
explore the benefits of Learning Communities, determine what/who their PLN should include,
and create his/her own PLN using a free, online infographic tool called Picktochart.
Resources
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http://www.allthingsplc.info/articles-research
http://hybridpedagogy.org/personal-learning-networks-knowledge-sharingdemocracy/http://teach.com/teach100
http://teach.com/teach100
http://gettingsmart.com/2012/01/personal-learning-networks-for-educators-10-tips/
Activities/Assessments
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Post an initial reply, and at least two responses to two other participant’s threads in the
discussion forum.
Attend the Blackboard Ultra synchronous session, and complete the Keyword Quiz.
Complete the PLN Infographic assignment.
Session Three: Communication in Innovative Classroom Models
Teacher and student interactions and dynamics are one of the most difficult parts of teaching,
even in a traditional classroom. Innovative classroom models have many benefits, but
communication between students, teachers, and parents in those classroom models can present its
own set of challenges. In this session, participants will explore best practices for communication
and netiquette in this environment, along with creating and executing a communication plan for a
future innovative classroom model.
Resources
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http://oedb.org/advice/effective-communication-in-your-online-courses/
https://web.uri.edu/online/effective-communication-in-your-online-class/
http://www.uticaod.com/article/20120907/Blogs/309079938
http://edtech2.boisestate.edu/frankm/573/netiquette.html
https://www.mindtools.com/CommSkll/CommunicationsPlanning.htm
Activities/Assessments
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Post an initial reply, and at least two responses to two other participant’s threads in the
discussion forum.
Complete the Mock Student Communication Partner/Group Activity.
Complete the Communication Plan assignment.
Session Four: Using Web-Based Collaboration Tools
As students have increasingly turned to online resources when doing research, Wikipedia has
slowly been replacing physical encyclopedias of old. This trend has sparked a lot of debate (and
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some concern) among educators. In this session, participants will learn about wikis, blogs, and
forums. As you learn more about these tool, you will explore examples of each of them, used in
education, and gather ideas for how you might incorporate them into your curriculum.
Resources
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http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/eight-tips-forfacilitating-effective-online-discussion-forums/
https://onlinelearninginsights.wordpress.com/2012/06/22/how-to-get-students-toparticipate-in-online-discussions/
http://elearningindustry.com/how-to-use-wiki-in-the-classroom (please note, Wikispaces
is no longer available after July 2018)
http://www.edutopia.org/blog/blogging-in-21st-century-classroom-michelle-lampinen
What is a Field Study? (VirtualSC PD originally authored content)
Activities/Assessments
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Post an initial reply, and at least two responses to two other participant’s threads in the
discussion forum.
Attend the Blackboard Ultra synchronous session, and complete the Keyword Quiz.
Complete Part 1 of the Technology/Innovation Field Test project.
Session Five: Organizing the Innovative Classroom
As evident in this workshop, there is a wealth of resources and multimedia content available
online. Much of this content can help you address the diverse needs of your students. Finding the
time to locate and keep track of all of these resources is a challenge for busy teachers. In this
session, participants will learn how to find, retrieve, and organize resources more efficiently
(using social bookmarking tools) and how to manage time when teaching in one (or more)
innovative classroom models.
Resources
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https://www.educatorstechnology.com/2017/05/10-good-bookmarking-tools-forteachers.html
https://www.diigo.com/index
https://www.youtube.com/watch?v=CrX_1cyVawY
How to Conduct a Field Study (VirtualSC PD originally authored content)
o https://en.wikipedia.org/wiki/Field_research
Activities/Assessments
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Post an initial reply, and at least two responses to two other participant’s threads in the
discussion forum.
Complete/participate in the Technology/Innovation Wiki.
Complete Part 2 of the Technology/Innovation Field Test project.
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Session Six: Internet Safety and Digital Citizenship
Teaching students how to be successful in an innovative classroom, and what tools to use to do
so is only one part of helping them become digital citizens; teachers must also help them figure
out how to use these tools in a responsible, safe manner. In this session you will consider the
term “digital citizenship” as it applies to modern students and will explore what your students
need to know to be responsible consumers and producers of Web 2.0 content. In addition, you
will earn about basic copyright rules and laws relevant to innovative classroom models.
Resources
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https://medium.com/healthy-paranoia/netiquette-10-basic-rules-to-dramatically-improveyour-safety-f9d4ef694f4f
http://www.digitalcitizenship.net/Nine_Elements.html
https://www.connectsafely.org/safety-myths-on-web-20/
https://www.brighthubeducation.com/teaching-methods-tips/6623-understandingcopyright-law-and-fair-use-for-teachers/
http://www.eschoolnews.com/2015/01/06/copyright-images-192/
How to Report Field Study Findings (VirtualSC PD originally authored content)
Activities/Assessments
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Post an initial reply, and at least two responses to two other participant’s threads in the
discussion forum.
Attend the Blackboard Ultra synchronous session, and complete the Keyword Quiz.
Complete Part 3 of the Technology/Innovation Field Test project.
Project Templates: Some submissions for the course have templates in which participants will
complete and submit their work. Below, each of those templates can be found.
Communication Plan Template
In Session 3, participants are expected to create a communication plan for at least three (3)
different communications they plan to send to students using the following template and the
article from Mindtools they read in the session’s readings:
Overall Communication Objectives:
Title of Communication #1:
Audience
Message
Channel
Timing
Title of Communication #2:
Audience
Message
Channel
Timing
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Title of Communication #3:
Audience
Message
Channel
Timing
Field Test Project Template
In Sessions 4-6, participants are expected to complete a field test/study. Participants will receive
and individual grade for each of the three (3) submissions. Participants will complete the
template for each individual submission, and receive feedback after each submission:
Session 4 Submission
Innovation Chosen
An innovative technology mentioned in the most current Horizon Report is chosen and named
here:
Reasoning for Choice Provided
The reasoning behind why that innovation was chosen is included and written in one scholarly
paragraph here:
Session 5 Submission
Supporting Research
At least one research article or scholarly article is chosen to support the innovation chosen.
Some form of citation for the facilitator to secure this research report or scholarly article is
provided. A scholarly, one-paragraph synopsis of the research study or scholarly article is
included here:
Field Test Steps
A succinct list of steps for how you plan to conduct the field study is included here. This list of
steps should be clear enough such that another colleague could run the same field test in their
classroom, should they like:
Expectations and Predictions for Field Test
Expectations and predictions for the field test are described in one scholarly paragraph here:
Completion of the Field Test
The field test is completed, and at least one scholarly paragraph of notes based on participant
response, challenges, and rewards is included here:
Session 6 Submission
Field Notes
Describe the procedures you used to test the innovative technology by answering the following
questions:
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What aspects of the technology did you choose to test?
How did you conduct the field test? Provide a sequential, well-organized, logical and
multi-level outline of the steps you followed.
Include a justification for how you selected the setting, participants, and uses of the
innovation; the aspects of the technology your group chose to test; and how you
conducted the field test.
Why did you use that procedure to measure the effectiveness of the technological
innovation?
Write your procedures so another technologist could replicate your Field Study here:
Results Parts 1-4
What did you discover about the technological innovation you tested? Discuss your findings
by answering the following questions:
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What need does this technology attempt to meet and how well does it meet that need?
What are the potential benefits of applying this technological innovation for teaching
and learning? Make a recommendation as to where this technology would be of
greatest benefit.
Analyze the potential challenges, problems, and dangers associated with this
technological innovation in terms of instruction and learning.
Analyze the potential benefits, problems, challenges, and dangers of implementing this
technology.
Develop a recommendation based on an analysis of where this technology could be
used. Provide reasons supported with evidence that a leader would be able to use to
endorse its use, including results from current research.
Write your results in a way that informs readers of this field study, and would help them
determine if it might be something they would want to replicate here:
Personal Reflection, Parts 1 and 2
What did you discover about yourself as an educator, professional, and researcher throughout
this course? Answer the following questions in order to craft your reply:
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What did you discover about yourself as an emerging researcher?
What did you discover about yourself as a leader in the field? Provide examples from
your work on the Field Study and research on your topic.
How did your Personal Learning Network (PLN) change/evolve throughout this
course? What new components have you added to your PLN as you progressed through
this course?
Share how you need to maintain or improve your PLN to achieve professional and
personal goals as they relate to your profession/ workplace.
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Write your reflection here:
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Rubrics for Assessment: Each discussion forum, assignment, and/or assessment (other than the
summative quiz) are assessed using rubrics. Below, each of those rubrics can be found.
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Application Blog Post Rubric
Participants are expected to complete a blog post, detailing how they intend to apply what they
have learned about innovative classroom models.
Points Available
5
3
0
The participant’s The participant’s The participant’s
blog post was
blog post was
blog post was
submitted by
submitted by
submitted after
Tuesday
Tuesday
Professionalism Monday of the
assigned session
following the
following the
week.
assigned session
assigned session
week.
week.
The participant’s The participant’s The participant’s
blog post directly blog post
blog post did not
responded to the
partially
respond to the
questions or
responded to the
questions or
Relevance
directions
questions or
directions
specified in the
directions
specified in the
assignment.
specified in the
assignment.
assignment.
The participant’s The participant’s The participant’s
blog post directly blog post
blog post did not
showed evidence partially showed
show evidence
that he/ she read
evidence that he/ that he/ she read
Understanding
and understood
she read and
and understood
the assigned
understood the
the assigned
reading
assigned reading reading
selections.
selections.
selections.
The participant’s The participant’s The participant’s
blog post
blog post
blog post did not
demonstrates
demonstrates
demonstrate
Quality
outstanding
adequate
professional
professional
professional
depth and quality.
depth and quality. depth and quality.
Total Points Earned
Dimension
Points
Earned
/5
/5
/5
/5
/20
PLN and Reflection Infographic Rubric
Participants are expected to create their own Personal Learning Network using the free, online
tool Picktochart. Each element is an all or none point award.
Dimension
Infographic
Elements
Scholars and
Thought
Leaders
Points Available
2
The participant’s PLN included a minimum of two
scholars and/or thought leaders.
Points Earned
/2
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Practitioners
Social Media
Community
Professional
Organizations
Professional
Conferences
Authors
The participant’s PLN included a minimum of two
practitioners.
The participant’s PLN included a minimum of one social
media community. If the participant is not a member of a
social media community, he/she listed one they are
interested in joining.
The participant’s PLN included a minimum of at least two
professional organizations, wherein, they can connect
with other members of their profession.
The participant’s PLN included a minimum of at least two
professional conferences where participants can connect
with others in the profession.
The participant’s PLN included a minimum of two
authors he/she regularly follows, or plans to begin
following as part of their PLN.
/2
/2
/2
/2
/2
Infographic
Mechanics
Web Tool Use
Length
Authors
The participant used the Picktochart web tool in order to
create the PLN infographic.
The participant’s PLN infographic was one page in
length.
The participant’s PLN infographic included a balanced
use of graphics and text in the design.
/2
/2
/2
Reflection
Reflection
Paragraph
The relevance and importance of each element of the
Infographic to the participant’s professional life is
described in one scholarly paragraph. Please note, a
scholarly paragraph is succinctly written with 3 - 7
sentences with proper grammar and sentence structure.
Total Points Earned
/2
/20
Mock Student Communication Partner/Group Activity
Participants are expected to complete a mock student conference with 1-2 other course
participants. Each element is an all or none point award.
Dimension
Team Work
Relevance
Points Available
5
2
The participant
The participant
joined a
joined a
group/found a
group/found a
partner by
partner by
Wednesday of the Thursday of the
assigned session
assigned session
week.
week.
The participant’s The participant’s
activity response activity response
directly
partially
0
The participant
joined a
group/found a
partner after
Thursday of the
assigned session
week.
The participant’s
activity response
did not respond
Points
Earned
/5
/5
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responded to the
questions or
directions
specified in the
assignment.
The participant’s
activity response
directly showed
evidence that he/
Understanding
she read and
understood the
assigned reading
selections.
The participant’s
assignment was
submitted by
Professionalism Sunday of the
assigned session
week.
responded to the
to the questions
questions or
or directions
directions
specified in the
specified in the
assignment.
assignment.
The participant’s The participant’s
activity response activity response
partially showed did not show
evidence that he/ evidence that he/
she read and
she read and
understood the
understood the
assigned reading assigned reading
selections.
selections.
The participant’s The participant’s
assignment was
plan was posted
posted by
after Monday
Monday
following the
following the
assigned session
assigned session
week.
week.
Total Points Earned
/5
/5
/20
Communication Plan Rubric
Participants are expected to complete a communication plan based on the template provided.
Dimension
5
The participant’s
plan was
submitted by
Professionalism
Monday of the
assigned session
week.
The overall
objectives for the
Overall
communication
Communication
plan were fully
Objectives
stated by the
participant.
The participant
fully completed
each of the 4
sections for the
Communication
communication
#1
(Audience,
Message,
Channel, and
Timing).
Points Available
2
The participant’s
plan was posted
by Tuesday
following the
assigned session
week.
The overall
objectives for the
communication
plan were
partially stated by
the participant.
The participant
partially
completed each
of the 4 sections
for the
communication
(Audience,
Message,
0
The participant’s
plan was posted
after Tuesday
following the
assigned session
week.
The overall
objectives for the
communication
plan were not
stated by the
participant.
The participant
did not complete
each of the 4
sections for the
communication
(Audience,
Message,
Channel, and
Timing).
Points
Earned
/5
/5
/5
15
The participant
fully completed
each of the 4
sections for the
Communication communication
(Audience,
#2
Message,
Channel, and
Timing).
The participant
fully completed
each of the 4
sections for the
Communication communication
(Audience,
#3
Message,
Channel, and
Timing).
Channel, and
Timing).
The participant
partially
completed each
of the 4 sections
for the
communication
(Audience,
Message,
Channel, and
Timing).
The participant
partially
completed each
of the 4 sections
for the
communication
(Audience,
Message,
Channel, and
Timing).
The participant
did not complete
each of the 4
sections for the
communication
(Audience,
Message,
Channel, and
Timing).
The participant
did not complete
each of the 4
sections for the
communication
(Audience,
Message,
Channel, and
Timing).
Total Points Earned
/5
/5
/25
Technology/Innovation Wiki
Participants are expected to complete an entry in the shared course wiki on new
technology/innovations that they’ve discovered during the course.
Dimension
5
The participant’s
wiki entry was
posted by Sunday
Professionalism
of the assigned
session week.
Relevance
Understanding
The participant’s
wiki entry
directly
responded to the
questions or
directions
specified in the
assignment.
The participant’s
wiki entry
directly showed
evidence that he/
Points Available
2
The participant’s
wiki entry was
posted by
Monday of the
following session
week.
The participant’s
wiki entry
partially
responded to the
questions or
directions
specified in the
assignment.
The participant’s
wiki entry
partially showed
evidence that he/
0
The participant’s
wiki entry was
posted after
Monday of the
following session
week.
The participant’s
wiki entry did not
respond to the
questions or
directions
specified in the
assignment.
The participant’s
wiki entry did not
show evidence
that he/ she read
Points
Earned
/5
/5
/5
16
Examples
Quality
she read and
understood the
assigned reading
selections.
The participant’s
wiki entry
included more
than 3 examples
and/ or specific
ideas in regards
to the topic listed.
The participant’s
wiki entry
demonstrates
outstanding
professional
depth and quality.
she read and
and understood
understood the
the assigned
assigned reading reading
selections.
selections.
The participant’s The participant’s
wiki entry
wiki entry
included 2 or less included 1 or less
examples and/ or examples and/ or
specific ideas in
specific ideas in
regards to the
regards to the
topic listed.
topic listed.
The participant’s The participant’s
wiki entry
wiki entry did not
demonstrates
demonstrate
adequate
professional
professional
depth and quality.
depth and quality.
Total Points Earned
/5
/5
/25
Field Test Project Rubric – Part I, II, III
Participants are expected to conduct a field study, spanning over Sessions 4-6. Participants will
receive a grade for each of the three (3) submissions to total the 100 points for the project.
Participants will receive an individual grade for each of the three (3) submissions. Participants
will complete the template for each individual submission, and receive feedback after each
submission. Each element is an all or none point award.
Dimension
Points Available
20
Points Earned
Session 4
Submission
The participant named the innovation they have
chosen, and provided a professional and/or personal
Innovation Chosen
reason for choosing their innovation in one welland Reasoning
/20
written, scholarly paragraph. Please note, a scholarly
Provided
paragraph is succinctly written with 3 - 7 sentences
with proper grammar and sentence structure.
Total Points Earned
/20
Points Available
Dimension
Points Earned
10
Session 5
Submission
The participant used at least one research study or
scholarly article to support their field study. They
Supporting
/10
provide a way for the facilitator to secure this research
Research
report of scholarly article.
The participant included a list of steps for how they
Field Test Steps
/10
plan to conduct their field study. This list of steps
17
Expectations and
Predictions for
Field Test
Completion of the
Field Test
Dimension
should be clear enough such that another colleague
could run the same field test in their classroom, should
they like.
The participant’s expectations and predictions for the
field test are described in one scholarly paragraph.
Please note, a scholarly paragraph is succinctly written
/10
with 3 - 7 sentences with proper grammar and
sentence structure.
The participant completed the field test, and provided
at least one page of notes based on participant
/10
response, challenges, and rewards.
Total Points Earned
/40
Points Available
Points Earned
5
Session 6
Submission
Field Note
Procedures
Results Part 1
Results Part 2
Results Part 3
Results Part 4
Personal
Reflection Part 1
Personal
Reflection Part 2
Professionalism
A description of the procedure you used to test the
technological innovation is provided and includes a
description of the setting, participants, and uses of the
innovation.
A description of the potential benefits of applying this
technological innovation for teaching and learning are
provided.
A description of the problems, challenges, and
dangers of applying this technological innovation for
teaching and learning are provided.
A description of the usefulness of the technological
innovation to address benefits, problems, challenges,
and dangers of implementation was included
indicating how well this technological innovation met
the identified needs.
A recommendation is provided with an analysis of
where this technology could be used. The analysis
provided reasons supported with evidence that a
leader would be able to use to endorse its use.
An analysis of your growth as a leader/ researcher in
educational technology was provided with examples
from your work on the Field Study.
A reflection on the evolution of your Personal
Learning Network (PLN) throughout this course was
provided. You shared how you need to maintain or
improve your PLN to achieve professional and
personal goals as they relate to your profession/
workplace.
The final project was submitted on or before the due
date.
Total Points Earned
/5
/5
/5
/5
/5
/5
/5
/5
/40
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Total Points Earned
/100
Attendance and Participation Rubric 12 x 7 = 72
Participants are expected to contribute to, and attend, each weekly content course session (six (6)
in total). This is demonstrated through the completion of course activities, readings, and posting
to the discussion forum. The Field Test project must also be turned in promptly. Points awarded
for the completion of the End-of-Course Survey in Moodle, and the Field Test Project are either
all or none (participants either earn 4 points, or no points at all).
Dimension
Completion of
Course
Activities
Completion of
the End-ofCourse Survey
Completion of
the Field Test
Project
Points Available
4
2
0
The participant
actively
participated in the
course session,
including timely
assignment
submission and
discussion forum
participation. The
participant’s work
reflected his/her
time investment in
reading the week’s
content.
The participant
partially
participated in the
course session,
including timely
assignment
submission and
discussion forum
participation. The
participant’s work
partially reflected
his/her time
investment in
reading the week’s
content.
The participant did
not participate in
the course session,
including timely
assignment
submission and
discussion forum
participation. The
participant’s work
did not reflect
his/her time
investment in
reading the week’s
content.
The participant
completed the
end-of-course
survey (provided
in Moodle) at the
completion of the
course.
The participant
completed and
posted the last
required
submission for the
Field Test Project
by the specified
due date.
The participant did
not complete the
end-of-course
survey (provided
in Moodle) at the
completion of the
course.
The participant did
not complete and
post the last
required
submission for the
Field Test Project
by the specified
due date.
Total Points Earned
Points
Earned
/24
/4
/4
/72
Discussion Forum Rubric
Includes Original Thread and Response to Original Thread
Participants are required to post a minimum of 3 postings during each course session. The
postings must include one original thread, and two threads that respond to an existing thread
created by another participant. Original thread postings will be reviewed based on their
19
relevance, demonstrated understanding of course concepts, examples cited, and overall quality.
Response postings will be evaluated on relevance, the degree to which they extend the
discussion, and positive tone.
Original ReplyPromptness
The participant’s initial
reply was posted by
Wednesday midnight
of the session week.
2 points
The participant’s initial
reply was posted by
Thursday midnight of
the session week.
1 point
The participant’s initial
reply was posted after
Thursday midnight of
the session week.
0 points
Original ReplyRelevance
The participant’s initial
reply directly
responded to ALL the
questions or directions
specified in the
assignment.
2 points
The participant’s initial
reply responded, in
general terms, to the
questions or directions
specified in the
assignment.
1 point
The participant’s initial
reply does not directly
respond to the
questions or directions
specified in the
assignment.
0 points
Original ReplyUnderstanding
and Examples
The participant's initial
reply showed evidence
they read and
understood the
assigned activities by
including at least 2
examples and/or
specific ideas in
regards to the topic as
well as direct
references to the
session’s resources that
use either the author’s
name(s) or the title of
the resource.
2 points
The participant's initial
reply showed evidence
they read and
understood the
assigned activities by
including at least 1
example and/or
specific idea in regards
to the topic as well as
direct references to the
session’s resources that
use either the author’s
name(s) or the title of
the resource.
1 point
The participant's initial
reply did not show
evidence they read and
understood the
assigned activities—0
examples and/or
specific ideas in
regards to the topic as
well as 0 direct
references to the
session’s resources that
use either the author’s
name(s) or the title of
the resource.
0 points
Original ReplyQuality
The participant’s initial
reply demonstrated
outstanding
professional depth and
quality through
appropriate application
and/or synthesis of the
session’s resources
2 points
The participant’s initial
reply demonstrated a
basic level of
professional depth and
quality through
appropriate application
and/or synthesis of the
session’s resources.
1 point
The participant’s initial
reply does not
demonstrate
professional depth and
quality through
appropriate application
and/or synthesis of the
session’s resources.
0 points
20
Original ReplyGrammar
The participant’s initial
reply had no spelling,
grammar, or writing
convention errors.
2 points
The participant’s initial
reply had no more than
1 minor spelling,
grammar, or writing
convention errors, and
it did not interfere with
the readability of the
response.
1 point
The participant’s initial
reply had more than 2
or more minor spelling,
grammar, or writing
convention errors, and
they did interfere with
the readability of the
response.
0 points
Replies to PeersProfessionalism
The participant replied
to two peer’s initial
forum replies by
Sunday midnight EST.
AND The participant’s
replies were
professional, positive
in tone, and specific to
the concepts discussed
in original message.
6 points
The participant replied
to at least one peer’s
initial forum reply by
Sunday midnight EST.
OR The participant's
replies were lacking
either in
professionalism, a
positive tone, and/or
specific to the concepts
discussed in original
message.
3 points
The participant did not
reply to any peer’s
initial forum reply by
Sunday midnight EST.
OR The participant’s
replies to peers were
not professional,
positive in tone, and/or
specific to the concepts
discussed in original
message. 0 points
0 points
Replies to PeersExtension of
Discussion
The participant’s
replies to two peers
extended the
discussion by
introducing a new idea
or adding to the idea
introduced in the
original message.
6 points
The participant replied
to two peers, with only
one of the participant’s
replies extending the
discussion by
introducing a new idea
or adding to the idea
introduced in the
original message.
3 points
The participant’s
replies to peers did not
extend the discussion
by introducing a new
idea or adding to the
new idea introduced in
the original message
OR The participant did
not reply to peers.
0 points
Blackboard Ultra Attendance Rubric
Participants are expected to attend (either live-time or by listening to the recording and e-mailing
the facilitator the keyword at the end of the meeting) 3 Blackboard Ultra meetings throughout the
course. This is an all or none activity.
Dimension
Points Available
3
The participant attended
Attendance for the Blackboard Ultra
session (live or
1st Session
0
The participant did not
attend the Blackboard
Ultra session (live or
recording) and did not
Points Earned
/3
21
recording) and submitted
the Keyword Quiz.
The participant attended
the Blackboard Ultra
Attendance for session (live or
recording) and submitted
2nd Session
the Keyword Quiz.
The participant attended
the Blackboard Ultra
Attendance for session (live or
recording) and submitted
3rd Session
the Keyword Quiz.
submit the Keyword
Quiz..
The participant did not
attend the Blackboard
Ultra session (live or
recording) and did not
submit the Keyword
Quiz..
The participant did not
attend the Blackboard
Ultra session (live or
recording) and did not
submit the Keyword
Quiz..
Total Points Earned
/3
/3
/9
Transcripts:
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